Lunetti Carolina, Giunta Laura Di, Fiasconaro Irene, Arbel Reout, Basili Emanuele, Thartori Eriona, Favini Ainzara, Gliozzo Giulia, Pastorelli Concetta, Lansford Jennifer E
Sapienza University of Rome, Department of Psychology Via dei Marsi, 78, 00175 Rome - Italy.
University of Haifa, Department of Counseling and Human Development indirizzo: 199 Aba Khoushy Ave. Mount Carmel, Haifa, Israel.
Ric Psicol. 2022 May 9;45(1):1-15. doi: 10.3280/rip2022oa13391. Epub 2022 Mar 30.
Previous studies support the relevance of students' perception of positive and negative school climate to learning processes and adolescents' adjustment. School climate is affected by both the interactions that are established within the classroom, and by the teachers' behaviors. This study has the overall objective of investigating the relationship between the perception of positive and negative school climate and students' (mal)adjustment during adolescence. Participants were 105 Italian adolescents (52.5% boys, mean age = 15.56, SD = .77) who responded for 15 consecutive days (ecological momentary assessment) to questions related to their perception of positive and negative school climate (Time 1). After one year (Time 2), students' academic performance reported by mothers and fathers and adolescents' self-reported propensity to engage in risk behaviors were examined. Four hierarchical regression models were implemented considering the mean and the instability levels (RMSSD) of the perception of positive and negative school climate as independent variables and, respectively, academic performance and risk behaviors as dependent variables. Results suggest that a higher perception of positive school climate and its instability predict higher academic performance one year later, while a higher perception of negative school climate and its instability predict higher risk behaviors. This study provides an innovative perspective to reflect on the relationship between students' perceptions of school climate and adolescents' (mal)adjustment.
以往的研究支持了学生对学校积极和消极氛围的认知与学习过程及青少年适应之间的相关性。学校氛围既受到课堂内建立的互动影响，也受到教师行为的影响。本研究的总体目标是调查青少年时期对学校积极和消极氛围的认知与学生（不）适应之间的关系。参与者为105名意大利青少年（52.5%为男孩，平均年龄 = 15.56，标准差 = 0.77），他们连续15天（生态瞬时评估）回答与他们对学校积极和消极氛围的认知相关的问题（时间1）。一年后（时间2），研究考察了父母报告的学生学业成绩以及青少年自我报告的参与风险行为的倾向。实施了四个层次回归模型，将对学校积极和消极氛围的认知的平均值和不稳定性水平（RMSSD）分别作为自变量，学业成绩和风险行为作为因变量。结果表明，对学校积极氛围的较高认知及其不稳定性预示着一年后较高的学业成绩，而对学校消极氛围的较高认知及其不稳定性预示着较高的风险行为。本研究为思考学生对学校氛围的认知与青少年（不）适应之间的关系提供了一个创新视角。
